All right. Okay. Let's stand for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. >> Okay. 3.0 is to approve the meeting agenda. >> I motion to approve. >> I'll second it. >> Any discussion? All those in favor? >> I I those opposed? Agenda is approved.
All right. 4.0 are acknowledgements and recognitions. Uh nothing specifically on the docket this evening. Um 5.0 are recognition of visitors and community comments. Uh community comments is an opportunity for the public to address the school board on an item included in
the agenda in accordance with the guidelines printed at the end of the agenda. Um we don't have anybody signed up tonight. Uh but we will just welcome everybody who's tuned in um here in the room and also online. Glad to have you here in this smoky day in July.
All right, 6.0 are our reports and first one up 6.1 is the principal report. We have Mr. Josh Bangi here with us this evening. Hello. Welcome. >> Thank you. Good evening everybody. Um yeah, so so far this summer, just to recap on what we've been doing, I've been out the last couple of weeks for
the month of July, but in June, um we were able to meet with some members from our BLT team and um hammer out the math and ELA curriculum pacing guides for grades K through five. So basically just all the the curriculum over the course
of the year when each grade is going to be teaching it throughout the year. Um ju just kind of reduce that cognitive load off the teachers when they come back to school like it's already planned out and set for them. Um as well as dialing in the K5 master schedule. And then this summer we also worked on a
we're calling it a micro schedule. um where we were able to put in on the schedule like when math will be happening for third grade, when English will be happening for second grade. Again, these are things that in the past workshop week was spent trying to figure out when you're when you're going to fit
everything in and um with the BLT, myself, um Lacy, and Stephen, um we created that already. So, we're really excited to be able to roll into workshop week with a lot of that work done um for for the teachers. Uh summer programming and um for elementary, we still have our
prek summer school going on. We have about 20 students in that. Our targeted services program finished July 2nd and we serve 20 um SATU students working on math and reading learning goals. Um looking ahead at next year. Um, we just
got notification yesterday that we're up to 31 students currently enrolled in our preK program and still accepting more. Kindergarten, we are at around 16 students currently enrolled. We're always interested in that number. And then um also another addition to our
Sawtooth um curriculum plan this year. We're going to be um introducing a social emotional learning program um K5 and SAT. So, every classroom is going to be working with Character Strong on with specific social emotional learning curriculum. Um, with our middle school
and high school students right now, summer programs, we've got a couple of students who are doing credit recovery. Uh, driver's ed is going on. There's some strength and conditioning happening. And also on our end, what we're working on is introducing next year an electronic pass system for
middle school and high school students. So, previously it's the little paper pass and walk around with it, but now we're able to through our um student management system, Infinite Campus, students can essentially request a pass electronically and that gets approved
and then like we can set a time limit like if you're going to the bathroom during class, there's generally like a five minute expectation that you're there and back in time. And so, um students get approved and they can like go to the bathroom and then get back in time and clear their pass. And what that does is it tracks it for us and so it
gives us a good data point on like for some kids how how often are you out of class? Um also can be um something where you know we're redoing the bathrooms up in the high school. We're going to have nine bathroom stalls there that students
can use. Um you can maxim max that area at nine bathroom passes at once. So across the whole middle school and high school, if there's nine kids already going to the bathroom, um then the system will not let the 10th person go until that pass is cleared because
there's no place to go. So it alleviates the problem sometimes of like, you know, you always see, oh, it's funny how all of a sudden at the same time kids at different classes end up in the bathroom together, right? And so can kind of helps us manage that a little bit and really takes away from the teachers
having to worry about it and think about it and being the ones to say no. the system does it. And um before I came here, the year before I came here, uh the high school I was at piloted a a program like this in a 2500 kid high school. It was great. Um just amazing
for for me. I can look through and see, you know, students who are on approved passes in the hallway. And so if I see a student and they're not on that list and it's a really easy question like, "Hey, why are you in the hall? You're supposed to be in class." Um that type of thing. So, we got that capability and now we're
um just building that out this summer. Um and then, um I was able to go with a couple of other staff members the end of June to um an AI for Minnesota conference in St. Cloud. Um it had industry leaders, community leaders, and educational leaders um at this
conference and it was great. And it's all wrestling with how AI is showing up in schools and what we are doing as schools to work with it. Um because it's here and um what kind of policies we're putting in place, practices we're
putting in place and uh so uh in our handbook update later you'll see there's some kind of like just base level policies that we're putting into our student handbook, staff handbooks when it comes to AI use. Um and then also in a couple of weeks I'll be going down to the University of Minnesota for a
conference um with the College of Education and Human Development. And the main areas that they're focusing on there again is teaching and learning in the age of AI and how we can turn the tide on some of this chronic absenteeism that we're not just seeing here, but schools all over are kind of wrestling
with. So that's my summer update. I'm curious about the electronic hall pass like in terms of like how you operate operationalize that like is that something you guys have started to mess with because sometimes it's like
>> this is all great but then it's like clunky to do and then you move away from it kind of a deal >> right so yeah so we've we've already kind of planned for like what happens when because mainly the the initial point is through the student's own personal computer they're all provided
um through their infinite campus account that's where they request it. So, what happens with the kid who comes to school without their laptop charged or forgot their laptop? We're we're going to be able to have a device in each classroom as basically like a kiosk um for kids
who can't um access it for whatever reason through the already school provided um technology device. Things like that we've kind of Yeah. We're we're wrestling with and figuring out how to manage. Yeah. >> Quite the incentive to bring the computer. >> What's that? >> Quite the incentive. It will definitely because yes, that that is something
we've talked about that will motivate instead of having to go up to the kiosk in front of the desk and put in a request for a pass, you can just do it from your own seat. >> Sure. >> Yeah. >> Sorry, I should have been paying attention. I'm sure. So, what is this for all grade? What grade is this? >> No, this is just middle school and high school. >> Okay, that's okay. Good.
>> We're Yeah, we're not uh going to be expecting the kindergarteners to manage that. >> A little more urgent. >> Yeah. So, just in our secondary. One other quick question regarding the scheduling in elementary that you said you were starting to do. Yep.
>> Um is that like is the idea there just to help the teachers like with just sort of an efficiency thing so that they can hit the ground running? >> Yes. >> Or is it to build in some sort of like like simulation of like class periods or
something like as the kids get older? it the main goal is is the first to just to take that off their plate and it's still open if if like a grade level team wants to adjust it like we can still do that but we're going to be able to deliver to them at first day of workshop basically
everything planned out in schedule u and then also too there is some changes in the schedules that families will see um we're switching things around a little bit to you know in the past we've had 10 class well however many not 10. Sorry,
that's middle school. However many specials classes we've had in the past, like the kids have been in all of them all year long. And one of the things that we're doing this year is we're going to reduce the number of specials classes that kids will have at one time.
But so instead of having like art every quarter um every fourth day, which is what it was in the past, they're going to have art every other day for a semester for half a year. So, it's going to reduce the amount of different classes that the kids are in at one time. They're still going to have the
same number of class periods over the course of the year, but it's just going to reduce that a little bit for the kids and for our teachers, too. Some of our teachers who are teaching K through every single grade, it's going to take some of those grade levels off their plate, too. So, just making that a little bit more efficient. >> Sure. >> Yeah, that makes sense. And you get a
little bit more continuity in the learning for the kids, too. >> Yep. Yep. >> Cool. >> Good stuff. All right. That's what summers are for, right? So, thank you. >> All right. Thanks. Uh, ex, let's see. 6.2 superintendent report.
>> Um, thank you. I will skip over the two items I have in my report regarding construction because Jason will cover them. Um, and I just want to mention the last item in my report was I've gotten a couple questions from parents of preschoolers and why kids this week about do you close school with air
quality at some point? And, you know, the general answer is no. Uh, we we can provide masks. We have air filtration systems running. Tom is reducing the air intake from the outside significantly. So, we manage some of that in the back end. Um, parents always have the ability
to keep kids home if they feel like it's safer for their kiddo to be home. Um, but no, uh, air quality alone is not a reason that we would shut her down. I think if it got to be 95 and bad air quality, we might then have to really think if if kids can't get down here to the auditorium, Mary, where it's air
conditioned, we may have to close a day or whatever. But um air bad air quality days have been around and they continue to be around. I don't think they're going anywhere. So um that's the answer to that question and um Lacy communicated that out with the families. >> Okay.
>> Over the past couple of days. The rest will be covered by Jason when he gets to his stuff. >> All right. Sounds good. All right. Moving on to the consent agenda 7.0. Um, if there's anything that needs to be
pulled for further discussion, uh, say so now. Otherwise, we just need a motion. >> I'll make a motion. >> I'll second. >> Any further discussion? All those in favor? >> I >> I >> I. Those opposed
to agenda adopted. 8.0 are our discussion and action items. 8.1 uh is to accept the expenditure and revenue report for June of 2025. And >> Miss Oberg is in San Diego, so she's
>> or excuse me, is it June or is it May? On my electronic version, it says May. >> Oh, mine says June. >> Yeah, says May. >> Oh, on the electronic agenda. Sorry. But the actual >> Y document says June.
>> Okay. Okay. Sorry. >> Trace is not here. So, um I'll just share that what caught my attention is if you look at the gened revenue, uh it looks like the revenue for general education fund one is like 3 million over budget. That is all that's purely accounting. Uh
this time of year now what um what Teresa will do is move money that came into fund one as revenue and move it into fund seven and a little bit into fund four. So that um that's basically the tax dollars that all flow in and
then she has to for the debt service she has to push it into fund 7. So when you see this in your fiscal uh 26 reports it's not going to say that we have 3 million more in revenue than we budgeted for. >> That's too bad.
>> I know, right? Yeah. And you can see the debt service line it's only at um 69 70%. So a million a million and a half at least will go into fund seven. >> Okay,
>> great. >> Otherwise, everything's pretty on target. And the next look at fiscal 26 will be the audit when we get into that. >> Okay. >> All right. Any other questions? No, you need a motion. >> Yeah,
>> I'll make a motion. >> I'll sec. Uh, further discussion. >> All those in favor? >> I I those opposed? >> You're up, Jason. >> Motion carries. All right. Well, good because I my electronic agenda I had
Junes up. So, no wonder I was >> Everything up to that point was the same until that. Sorry about that. Um, okay. 8.2. Um, we have a review of our phase 2 construction documents. We have Jason
Filipek from IC here, our project manager, um, to help us walk through this >> with another >> with another big printing frame on budget here. >> You can't see anything. >> On the other hand, my daughter loves
these things. So, she's like big paper and she draws on the Yeah, >> that's funny. She's going to be thrilled. >> You can bring a couple home. >> I might take carries.
>> I didn't give it to Eric by Eric's daughter. It's like I'm having to share here. So my presentation is a little more um consolidated version of what you all
have in front of you. Um but uh again Jason Philipek here to provide the construction update. We will review the referendum one project, the budget, furniture, referendum one, and then for referendum
two, we will go through contract documents and discuss next steps. Uh for referendum one, we do have our budget printed up here. Um the recent updates include pay application 18.
Um that was for $1,663,000 and that was for work completed in June. Um, there have only been minor uh change orders approved uh for approximately $17,000 and those were related to uh
minor plumbing adjustments and field related direction um additional demo and such that wasn't documented on the plans. Um the
budget for referendum one is on track and there are no um risks at this point with referendum one. Are there any questions uh regarding furniture? So we do have a furniture budget of approximately
$314,000. We have reviewed and ordered furniture for the cafeteria and both of the media centers and then a few other odds and ends that uh we anticipate using this year.
Um here are the renderings of furniture for the cafeteria. And then here is the high school media center. The only item we haven't ordered is this zigzag couch, which we're kind of on the fence about what that really should look like.
Um, the high school media center construction will not be done this year, but we ordered the furniture ahead because uh it it could be used some cost savings. Cost savings as well.
We did order the um elementary media center furniture also. Um we are holding um the procurement for the administrative offices until next year and um
the bookshelves for the elementary media center are pending. Um they weren't currently in the budget, but they are desired. So we're hoping to fit those in when we get closer to the end.
Any other questions about furniture? on to the construction documents for referendum two. Um so today we will focus this meeting on reviewing the final drawings for referendum 2.
Um just as an update here um the design process has went through the schematic design through the design development which was the second phase of the design and now we have completed the construction documents here or also
called uh contract documents. So this is what we will be reviewing today. Um, we are not requesting any uh board action today. At the August 6th meeting, that is when we will review the estimate and the bidding process. And at
that time, we'll request uh approval to proceed. Um, just as a highlight before we get into the drawings here. So, in the athletics area, uh the updates included uh the track surfacing,
synthetic turf, uh the grading elevation, the retaining wall, and then also the scoreboard location. Those are the kind of things we focused on in this last uh revision of the drawings. Uh there was also quite a bit of work in
the baseball area. So we did focus on the grading in the top soil there, the bleacher location and how we were going to reuse the bleachers from the visitor side of the track. Uh we worked on the lighting and also accessible parking
over there. And then the outdoor learning space is really focused on uh the ADA compliant sidewalks, the ramps, and also flexible furniture for the front courtyard.
So with the athletics area here, um we did bring in that ant turf vendor, two different vendors to uh showcase their products and go over the different types of materials that could be used here. Uh
we did this with April and Martin and um they came to an agreement on what that specification should look like for for those products. Um, we've also finalized our elevation for the field and the track.
And here is actually an elevation of that retaining wall to give you is kind of an idea of how that's going to look um as you wrap around the corner here. So, the retaining wall varies from about
3 feet to around 10 to 12 feet. So, as we go around this corner, it's going to be around 12 feet high and then it's going to drop back down to um grade.
>> The retaining wall will be the same type of construction as you can see in the back right now. So, those big heavy blocks. Um, we also spent quite a bit of time identifying the scoreboard location and it still seems like we're a little on
the fence there. I think I would kind of agree with that. So, the first consensus was that we should have it over here by visibility for
uh the stands and anyone that may be seated up here. Um, there were some questions about maintenance that kind of led us to putting it pretty close to where it is now, but maybe more angled so you could still see
it from up here. I was I've been thinking about that a little bit, Jason, and I was wondering if um and also the lake view, right, was also a a component, you know, in that
consideration from the stands. Um, so considering that element, like I was wondering if the on the far eastern end if if is that like a potentially viable location like
>> Yeah, like mid like the midpoint like more like that. So it would be straight on, you know, opposite, you know, from the plaza opposite, but is it, you know, still visible at that um angle from
>> I think it would be a real easy place to put it honestly because the retaining wall over here is going to be a bit lower and we could easily just um push it a little further east without affecting the grade in this other area.
And what was the the maintenance concern for the others? >> Um, >> the sign itself uh the sign vendor said, "Hey, we don't anticipate any maintenance, but if you do, you would
need some kind of lifting equipment to get to the >> and then moving that equipment across the track and the turf." It's kind of a question. So if it's on top of a 12oot retaining wall, you're just have like some challenges getting up to it. And
maybe if you can't drive a truck down to it, >> you know, >> but then that would would be an issue on the eastern corner there too, I suppose, because you'd have to retain wall is shorter over there. >> The retaining wall is a little shorter.
I don't know what the like if there would be a possibility of driving a truck down there. Is that just going to be that's just Is that just going to be grass or >> I think it would just be grass. Yeah, >> I don't know. That was just another
thought I had just as we're trying to, you know, consider the variables. So, >> yeah, we discussed, you know, glare with the sun and those sort of things with the manufacturer and they didn't have any concern about that.
I think you'd have to careful on that east side not to put it so that the goalpost blocked part of the sign from the view. >> Sure. >> Like where you placed it. >> Yep. >> Cuz could be like I don't know a suit point
>> for sure. I mean it's >> like sitting behind a post at the Target center. >> The devil's in the details on this one, right? It's like we it just could go sideways if it's not quite executed right, you know, wherever it is, >> right?
>> So, >> who ends up installing that? Like, what does that process look like? Do you know? >> Um, so the the vendor we've been talking to is Dacttronics, and they're from South Dakota. They're not terribly far away from here, and they do have support
in Minnesota. >> They get our other boards, too. that drunks. >> Okay. >> But once they're installed, I mean, they should run for 10 years without >> right >> any issues. >> I was just wondering about like is there
a way for us to like simulate this or something with like the variables that we have at play? Like do they do that sort of thing? >> No, I think that would fall into CAD. >> Yeah. >> Make some kind of rendering of this. >> Yeah. Okay. Or this could be a high school AI project.
>> You know, now that I mention that could also be a problem the other direction too, >> the goal >> where you put the >> Yeah, >> for sure. Um,
yeah. The place we'd have it on the drawing right now. Um, >> right now it's right down here. >> That's on the other side of the path. >> Yep. Right here. >> Right there. So having it there, your sight of line is is clear to the stands >> and it's also going to be clear to 99%
of that hill. >> Y >> just right behind the concession stand is the only place you won't be able to see it. >> So it from a sighteline standpoint it works. >> Yeah. Down there. >> Yeah. And yeah, especially if you
>> I'll still forget. Got to turn it a little bit to not don't like line it up straight with the leers, but kind of have it >> midpoint on the hill. >> Yeah. Like >> Yeah. >> Line up at the sideline kind of deal. >> Yes, I agree. >> And then Yeah. On the left side there, there'd be a
>> Yeah, I'm kind of in favor of leaving it there. >> Yeah. >> Just angling it correctly. >> Mhm. >> Yep. Yep. >> Okay. uh regarding the baseball field. Um so we did uh do some evaluations on the uh
top soil here and how we're going to accomplish that grading. Um we also talked with the bleacher manufacturer about how the um visitor bleachers that are existing on the field can be relocated over on
this side here. Uh they will be located uh directly behind home plate here and there will be a concrete pad below that with a sidewalk down to um a couple of
accessible parking spots here. Um there will also be new lighting. Uh there's one discus um pad >> pad here and then one shot but pad over here. >> That's aggregate, right? >> Yep. And just so the board knows, our
coaches are working with some local volunteers and parents and possibly putting another discus pad on the west northwest corner field. >> This f? >> Yep. They Yeah. They would pour it on their own and put it in on their own. donate donated time and product just so
you have a east west a throwing to the west and a throwing to the east option for wind regarding the outdoor learning spaces. So in the sawtooth garden um we work on the grading here to make sure that this is more of a a flat
surface here but it's still going to be elevated. Um it's going to be elevated to this amphitheater style seating. So there will be a ramp up to these concrete uh seating structure here and the uh focus here is
on that mosaic the existing mosaic there. So we have an ADA ramp and sidewalk. We also do have accessible planters up here but we will retain that existing archway.
So maintaining some of the features that are already desirable there. and then also improving them. Um in the front uh we focused on the furniture here. So selecting furniture that was uh mobile.
Um the benches we want to make sure that if there is snow, we have a way to move these around, but also move them around because we may utilize them differently for different functions. Um in the center of this uh colored
concrete here is the storm drainage. So the uh storm water will run to that center there. Any questions on this area? Um on to the buildings on the field. Uh so the focus here was the um concessions
area and making sure that the um food service equipment and uh everything is really tied together and reviewed by the state. So we have a real good plan on how we're going to get through those uh health inspections and
that sort of thing. We also did review the finishes in the bathroom. So, it will have a sealed concrete floor. Um, and the paint on the walls will be an epoxy paint, so it'll be durable for an outdoor
building. The storage area stayed the same as it was in the previous review, but we have three different units. Um, one for football, one for the maintenance, and then one for track. And we can adjust
the sizes here once we really refine that equipment. Um I so the bathrooms here will uh empty to a uh holding tank and I have reviewed that with the city. Um it will be 5,000
gallons. So we do have a good plan for that as well. Um the reason it's not going to uh the city sewer is it would have to actually go to the road by the bus garage and that was a long um long route
>> and expensive. >> It doesn't go to a drain field. It just holding >> y >> um onto the bleachers here. So we have our bleachers which really remained the same as well. 672 seat capacity
and our press box has uh two coaches rooms, one on each side and then the media room in the center. We will have wall heat um you know um that'll be added
electrical wall heaters and then uh power and data were kind of the focus on that. um the theater. So there was quite a bit of work um the design team did with the uh theater group s over the last uh
month and a half really focusing on the lighting and the lighting controls and then the the motorized structures here. So there will be two new structures and uh several new light fixtures in the theater. Um and then a new lighting
control system. Um there will also be a new uh retractable projector projector screen that drops down from the center here. Um and
the theater team has ex has some sound equipment that they want to put in. So, we did identify how that should be installed and where that should be located. And we did provide additional cable tray for
um future upgrades for the audio. So, we did um identify a location for a central control panel. Um, so down here there will be a um swing door to have
access to the uh >> the aisle. >> The aisle. >> Yeah. >> And a place for um for Sue to place a table to control the audio during different performances.
We're also going to take out the uh microphone boxes that are in the uh stage and then move those connections to the walls. Um we did identify a new seat. So we did bring in I don't know five or six different options and we did identify
which one was uh suitable or desirable. And we're working through uh paint and the flooring. Right now we are reviewing these construction documents. I am finalizing the estimate with the contectors that
are currently on site here. And then at the next uh board meeting uh we will review the budget and the bidding process for project updates. So the demolition and
um interior construction is ongoing. Um we do have painting taking place right now. Uh tile and flooring will be coming in the next week. So activity is uh pretty strong. We have
around 40 guys on site right now and we anticipate you know 50 to 60 in the next couple weeks. Um, regarding the exterior work, so they have started pouring the concrete. Um,
and we are planning to install the pre-cast uh wall panels for the gym on July 27th. >> A big crane. >> Say that again. Pre-cast. Yeah.
>> July 27th. Yeah. So on the topic of the workers and the air quality are do we anticipate that being an issue for them? Like do we know >> it will be today? Um will it be on Monday? No.
You know we had the same approach you did. Hey, make up your own choices here. So today they said hey I don't want to be here going home. >> Yeah. On Monday, we're going to talk, well, what are you going to do to keep on going here? >> Yeah.
>> Right. Do you know if there's provisions like in their contracts? Like do you are you guys party to their like labor contracts or anything like that? >> Well, everyone has to comply with the OSHA >> Sure. >> requirements and that's pretty much the baseline for everyone.
>> There are no OSHA requirements for air quality. >> So, it's Yeah. All right. Well, hopefully it just clears up and becomes less of an issue. >> Yes, it was. I can see where somebody
would want to work out stuff today. >> Yeah, >> it's bad. >> But I think there'll be a plan in place by Monday, right? So, give everybody a chance to get their head wrapped around, you know, the new norm here for a second and push forward after that.
>> They get masks. They got masks. suppose N1 mass >> guys working outside you know probably would want that >> inside we'll be bringing a couple more of those hepailters
which they have throughout the project already so again we're not asking for any kind of approval today um we will at the next meeting uh when we uh present the estimate and the bidding process You'll be getting estimates from our
contractors now, right? That's what you're doing. >> Yeah. Yeah. Okay. >> Perfect. >> Any questions? >> Great. >> Stop sharing there, Jason. There we go.
>> All right. So, we'll see you in 3 weeks for uh approval of construction documents and Oh, no. You need this this will be approved in three weeks, right? >> Yep. We don't need any approval today. We'll do this all >> Perfect.
>> Okay. Thanks, Jason. Appreciate it. >> Thank you. drive safely on your way back to the booth. Okay. All right. Let's see here. We're going to move up to 8.3. Um, >> which we have a the first reading of uh
updated policy 613 graduation requirements. >> Um, yeah. So, Mr. Chair, I can speak to this a little bit and so can Josh. Josh, you can step up if you want to just join. But um later on um well in your
agendas, there's a supporting document there that says drag graduation guide summary. Um that document is part of the registration um materials that kids get every every year when they register for classes. and it articulates what we need, our
students need to take for ELA, for math, for science, for social studies, biad, fine arts. U personal finance was added by the legislature um I think two years ago or a year ago. Uh and then how many elective credits and that elective credits number then
creates the total of you need 27 or 27 and a half or 28 credits to graduate. the district when they went when they adopted a a block schedule back in like 2014, they set that threshold at 27. And when we compare ourselves to other
high schools, it really should have been 28. Um 28 what that does in a in a block schedule is it says you can basically have one open hour hour every year and graduate with enough credits. Am I saying that
right? >> Yeah. >> Okay. So, um, obviously you've all been to high school. You know, you usually you take a full load your freshman and sophomore year and then you try to have a couple open hours your senior year or something like that if you're depending on what your plan is. Um, so the number
never got moved up to 28 in the past. Um so currently our you can see in the bottom of that document um class of 28 is going to need 27 and a half that that's the first group that has that personal finance requirement that was
added. Um and then the class of 29 we're proposing that that go then up to 28. So they would have to take one more block for a semester. >> Will that help with elective enrollment then? >> Yes. >> I like it. That's part of the goal here too is, you know, we shouldn't have kids
with free open hours like >> take a take a full load. >> Yeah. >> So, um, prior even prior to this policy 613 was not actually correct or current. So, as we looked at this and we were like, oo, we're out of line. Anyway, so
um thus if you look at policy 613, the change is on page uh three where we just say a minimum of 11 elective credits and then students graduating in 2029 and later must
complete a minimum of 11 and a half elective credits to get us to that 28 credit total threshold. That's the only change in policy policy 613, but it is substance substantial. So I I opted for three readings. Um it's it's not
clerical. It's actually a change in requirements >> for sure. >> Um so that's what it is. And and the rationale is a little bit of what Eric just said, like fill out our our elective seats. Um keep our kids coming to school here >> um as much as we can and um if you're a
collegebound kid, you really should be taking a full vote. So >> yeah. And and so the class of 28 is this year are juniors this year. >> So
okay, so they've got to add the additional class and the class of 29 are the sophomores. >> The kids that are going into their sophomore, >> correct? >> Correct. >> Okay. So they have time >> to do that. Okay. >> Yep.
Um, I was curious as far as like the this breakdown, this table here of the different departments and the classes that account for the different how much of this is dictated by statute
>> a lot. >> Yeah. Do you happen to know like offhand like as far as what classes like qualify? Is that do you guys have is there any sort of local discretion on that or is that like defined?
>> Um that's a good question. The discretion sometimes comes when we're talking about what is a fine arts credit and what isn't. >> Uhuh. >> Sometimes there's debate there like can you get a fine arts credit for a shop class? Sometimes the answer to that is yes, as long as they meet the standards,
state standards that are articulated for fine arts. >> Okay. >> So there's wiggle room there. Sometimes an English class counts as a fine arts credit. >> Sure. >> Yeah. It says creative writing. >> Yeah. Media. >> Yeah. So the trick is making sure you're addressing the standards.
>> Yep. Um and then the other the other um check and balance is the lensure of the the instructor teaching it whether they have the license to teach it. So there's like the academic standard and then the lensure standard. >> Sure. Okay.
So like in the social studies block or like Native American studies class that isn't >> that's an elective >> and that that wouldn't count for because the standard or it doesn't meet the standard or whatever >> of the required classes for 9th 10th
11th 12th. >> Yeah. Correct. >> Yeah. Okay. Um gotcha. And that's not really something that we have control over. Right. Um,
you know, almost every department can have elective classes. >> Sure. >> Right. So, it's up to them to >> create them and make them fun. >> Yeah. Okay. >> So, in terms of procedures, we don't need action on item 8.3. This is just a
first reading. >> Circle back to it in a second reading and then we'll take action on it at a third board meeting. Now, as far as um just that process goes, um if there was like a discussion on a
particular thing or maybe we wanted to make an adjustment or something. I'm not proposing anything. I'm just curious. Um do we does that start the clock over? Like let's say we said, well, >> no, not necessarily. >> We want to make it 29 and a half. The
whole re the whole reason to have the two input or readings is to provide opportunity for public or staff or whoever to come here and give input and then at that third meeting we can approve it with modifications or without modifications at the discretion of the
board. >> Okay. >> Okay. >> Sounds good. >> Or you can table it for one more meeting. Sure. Sure. Okay. Um great. Perfect. I appreciate you guys working on that.
That seems to make a lot of sense. >> Yeah. >> Um, any other questions or comments on this one? >> All right. So, we don't need to take action on that. So, we'll go ahead and move on to 8.4, uh, which is to approve
the 2026 policy updates. And we've got a spreadsheet with a whole slate here. Um, this happens twice a year usually. them at the as a result of legislative changes that have happened. Uh so MSBA
has gone through all of them, given us red line copies. Kay's worked her way through it. Um clean them up and because it's legislative stuff that changed, you can all just do it in one meeting, one motion.
You don't have to go through three readings and blah blah blah. >> Sure. Okay. Um, >> and this is we pay for this service with MSBA. It's like $1,000 a year, $1,200 a year, and it's very worth it because they've
got lawyers that are doing all the legal work on our behalf, >> right? Um, is there anything in here that stood out to you necessarily, like at least what rolled out from the legislature that might be like new?
Um, no, nothing major other than I think we should have probably not put 613 on this list because that's what I was wondering about. >> Technically, we need to have three readings on 613. >> Maybe maybe in our motion we'll say except for 613. >> Yeah. Okay. >> Um,
the other one that evolved um 721 the procurement policy that really got flagged for us when we tried we had a special education finance audit. Um, and they flagged that
policy as not being up to date. Um, so MSBA has been working on this for the last 6 months trying to get that. So all districts will now have an up-to-date policy 721 on procurement that will meet special ed requirements um at the
federal level. So, um, that was one that we spent some time on just cuz we had to deal with the special education rules, but other than that, no, I think it stood out as a big thing. >> Yeah.
>> All right. Um, so we want to approve this minus 613, which we're doing three. I'm just going to write it in my notes here. >> I have a motion to approve the 2026 policy updates outside of policy 619.
I'll second >> further discussion. All those in favor? >> I I those opposed? Motion carries. >> Thank you to K for all the hard work. >> Yes. >> Yep. We appreciate the detail for here
and everything. So much detail. I know. >> Well, and to have all of the like details be converted for us and not like the notes and the things kind of just be
lingering there. And that's super helpful. Um, all right. So, moving on to 8.5. Um, we've got a new health insurance proposal. So,
Um, see here, pull that up. >> Yeah. So, it's no surprise to the board. We've talked about this quite a bit. We went out for a a hit a bid uh and meaning NIS on our behalf. Uh, procured bids from Pete from U Blue
Cross Blue Shield Health Partners and then the um Medicica one that we're currently on. Uh and even with a 34 and a half 34.9% increase with Medicica, it's still the smallest increase.
It's the best bit. Um we've also been um studying the possibility of moving to an IKRA plan. We're still studying that. It's a very very very different model that would require a lot of staff uh learning. So and and it didn't we had the winners and the losers within our
own staff and so that was didn't feel like a good move. Uh and we're continuing to take a look at the Teamster self-funded health plan which was kind of brought to us late uh in the game. Um we we don't feel comfortable going there now because it would require
some significant changes for our staff and what the plans offer, but we're not taking it off the table. We want to continue to study it and look hard at it and see if it's a it's an option. So, um, after 6 months of, you know, kind of going around and around and around on this, uh, the recommendation here in
your tenative motions is to approve renewing the district's health insurance plans through the Minnesota Healthcare Consortium for 2627, which is basically means no change. Same four plans, same insurance, just pay more money.
>> Surprise, surprise. Um, >> but not as much money as we thought. It's a little bit. >> It got negotiated down. Yeah. >> 5% or so. >> And is that something like I was just looking here and I see we've got our broker and their commission etc is
listed out here. Is that like something that when it comes to negotiating that is that something that this broker is helping us with? >> That's what they do. Yeah. They do all the negotiating on our behalf and collection of bids, analyzing all the bids, getting it to look apples to
apples and bringing all that information to the insurance committee which includes someone from both teamsters groups and the teachers group with Teresa and I and we sit and they walk us through the sideby-side comparisons um because none of us know how to do all
that. That's a lot of lot of acrobatics. Uh and then they ultimately make their recommendation to us and >> right >> but ultimately like this increase Oh, sorry. >> Oh, go ahead. >> This increase is like 5% of our total
budget, right? The budget's 7 million and the increase is 360. That's like more than 5%. >> It's a huge >> It's a chunk of like what the entire school's budget is. >> Yeah. I mean, that's crazy. >> It's nuts. Well, and so it's like that's
the total cost and then the cost to the district is like what we negotiate with the marketing group. >> So this is so some so let's say we had a 5050 arrangement with our employees as their health insurance benefit. >> Half of that would have been paid by
them, right? And half of it would be paid by us. But we that's not the arrangement that we have, right? We're mostly covering it, >> right? >> It is. And and so to be clear, uh it could be >> what was not clear to some staff members in in the in the Teamsters group was
that the numbers we negotiated in in the settlement with the teachers and with the Teamsters that's later in the agenda to approve that was 100% of the premium cost for last year. So now they're going to be paying out of pocket. >> Okay. Yeah.
>> So that that $300 and some thousand will be incurred by the mostly the employees. >> Oh, okay. So it's not part of our >> right, >> but it'll be back at the negotiations table. >> Oh, absolutely. >> Kind of here. >> So kind of on that question, you know, I was at the table with the team when he
was really pushing to say you should do what we do because it's a lot cheaper and it's really great coverage. >> Yeah. >> When would we have to make that decision so that it would be included in the next negotiation? >> Good question. So, um I believe we have opportunity to make a cut over starting
January 1, which would be the fastest it would happen. Um or again next fall. Um I could be wrong on that. I I I think there's a window for us to move from a because right now our our insurance year
runs from September 1 to August 30th. if we transitioned to a January one to December 31st, then how we navigate that transition and you know that would be details that NIS would help us negotiate with the with the um teamsters and the
Minnesota Healthcare Consortium and Medicica and all of that. So, um we rely on their expertise to try to help us do that. >> Would it also require then revisiting all the contracts to change? Um, if we went with the Teamsters, yes, it would
all of them because there are things in there that, for example, we have some contracts that say you have to have an HSA plan. Well, Teamsters don't have an HSA option. So, um, yes, they would all that's why we were like, no, we can't do this. >> We would have to go to all the different
bargaining groups and negotiate language. >> So, what is Sorry, what is that potent? What was that that they were mentioning? like the teamsters have some sort of a >> they're self-insuring across all for the whole country like you know like so they
>> gotcha >> I I didn't quite understand >> it's a very different structure >> it is but he he was like saying and we can save you a lot of money and it's really good insurance >> would that only apply to the teamsters >> he said we could use it for all everybody >> well we could but we don't have to so
there's options there and uh one of the nuances of the teamsters that made us pause was um everybody currently that does not have insurance through our our plans when if we rolled to the teamsters they would grandfather them in as not
having to have insurance but everyone we hired from that point forward must take insurance that that's one of the parts of their policy. So, we were like, "Whoa, wait a minute. Now you've got a a spouse who's working at the county and they have good insurance and now you you
have to double insure, but that's that's how they keep their pool big and that's how they keep the rates down. So, >> and you can opt out at the initial >> the initial >> like so so everyone currently right >> under contract could opt in or out, right, in the first offering, but then
>> after that after that it's >> you're required to take health insurance. >> You're very aggressive. way way to pull the market in like >> but but make your market >> their rates really low >> the rate increases have been two three four% over five 40%. So, do you have any have you
learned more and gotten more feedback about that since that meeting? >> Yes, we've done a lot of back and forth, a lot of back and forth. NIS has done a sideby-side look at it. >> Um, and Teresa and I along with um Steve and Paige at NAS, we said
>> we don't have enough right now to make this transition now. We we need to because it's such a big change, we would need to sit down with our staff, look at the pros and the cons, have conversations. Um, >> do the unions get any say or is the union get any say with that?
>> Well, yeah, it's negotiated at the >> Well, yes and no. The the the plan decision is a schoolboard decision, >> which is why we're voting on that today. gets negotiated at the bargaining table is language in contracts that demands certain things like the the minimum
value of the plan >> but I mean the provider they don't have a >> there's like an insurance committee that helps like kind of talk through some of >> there's a committee but ultimately it's a board decision >> so if they said for example we don't want to switch and we're like too bad
this is cheaper we could just do that >> the board could do that I'm not saying that's going to be the thing but just theoretical >> yeah and then you know they they have levers to pull with contract language and negotiations and all the things like that. So, you want to do it collaboratively as best you can. >> Yeah, I think I did and this is like
really out there because it's, you know, coming from a cousin. >> Yeah. >> But apparently uh Chicago County >> is like in the longest strike ever. >> Yes. >> And this is the issue that they don't they don't want to move to this
insurance. >> I read that in the paper. >> Yeah. >> Chicago. Um, >> and I didn't get it. I mean, there wasn't that was a very like in passing thing. >> Yeah, I think I forwarded that one to Teresa because it caught my attention as well and it is the team's plan and
>> and yeah, that that is the is that's that is the the primary issue of the strike. >> I think you're right. >> So, what don't they like about it? Well, that's like I said, I didn't get any further. >> Yeah. >> And it's not like the most reliable source I'm getting it from. Um, so >> Oh, I saw that.
>> Apparently, it's real. We confirmed it's real. step one. >> I really are. >> And the state is talking about maybe trying to do something similarish to that by basically pooling together all of the educators into like a state-run
plan. That's kind of that same sort of concept, right? >> That is that is true. And that has been education Minnesota is pushing that very hard at the legislative level. They got funding for a study to be done this year. So, I'm sure Teresa will get data requests for all the data related to
that. Um, what you need to understand as a board is there are some school districts for Can you just touch the screen, Josh? There are some school districts for whom that would be kind of a non-issue, which I think is probably us. Um, but there are some districts for whom it would be a huge budget ad. Huge
budget ad. Um, because there are a lot of districts that don't provide what we provide >> in terms of benefits. So to move to a state plan and for a district that's running that lean, i.e. like um Hermantown, uh that would be an enormous budget ad. >> Wait a minute. Wait a minute. Wait a
minute. You get hired at Richie Rich School Herman Town and you don't get health insurance. >> Wayne, the superintendent there complains all the time because bargaining groups, there's such a low percentage of people that take insurance. >> Oh, that in the negotiation, it always
goes towards salary. >> Salary. They have the worst benefits in the entire DUTH area. And >> he he sees his barrier for hiring staff. It's just >> single staff. How does that work versus >> Right. >> Right. >> Everybody on your staff is a middle-aged married person. >> Yeah.
>> And has a spouse with insurance. >> Well, I mean, it would be interesting to see what comes with that study and where the state is >> potentially going to move before we start taking a drastic step of looking at the Teamsters thing. You know, it's like >> another another reason why to just pump
the drink a little bit. >> Well, can we get the info about why they're striking? That's what I want to know. What they don't what they like about it. >> Well, yeah. Well, >> it's got to be something that they you know, for sure. I mean, it's worth knowing. >> I mean, I can imagine it would be the mandatory,
you know, having to take it. I mean, >> but if it's that good, is that not a is that a really big deal? I mean, I don't know. >> Well, I can't. My my my cousin's an administrator, so he's not he's on he's not striking. >> Oh, I can't. >> Even if I wanted to reach out to him, I
wouldn't get that information. >> All right. The time the motion is written in your in your packet there. >> The dark side of the teamsters. It's the health insurance, not Jimmy Hoffa.
Hoff's twin. Yeah. Motion to accept. I'll second. >> Okay. Further discussion. All those in favor? >> I >> I. Those opposed? Motion carries. Okay.
8.6 is to approve the 2026 through 2028 paraprofessional contract. Just some highlights. Um both the next two motions here. the both groups um negotiated for a 3% raise and a 3%
raise. So 3% each year in cost of living uh both groups uh increased insurance contribution from the district um to the paras to basically what the teachers have for theirs but it's prorated to their FTE. So it's a significantly
smaller number. Um, and then the minimum contribution in both groups was raised to 8,400. So that's a $2,000 increase for those people who are prorated so much that that number is super low. There's a minimum in their in their policies.
Um, in the teamsters general, uh, I think they accelerated some of their steps a little bit. Uh, and then interestingly added some language. I found this interesting. added language that if you're a bus driver with school age kids in activities and there's a trip that your kid is on for like a game
that you get kind of priority to drive that trip which I suppose makes great sense for the couple of drivers that have kids that are playing sports. >> Sure. >> Just like I hope they all really did agree to that. >> You know, >> they all did. They all I I asked
Katherine a couple times. I'm like really they >> it doesn't change how many trips they'll get. They'll just rotate them different. But >> were you guys like denying people like you can't work till your kids game? >> Well, no. They have a they do it by seniority and it's on a rotation. >> Oh, so it could have been random.
>> Yeah. Yeah. >> They also >> were people really turning down the thing like, "Hey, can we switch?" No, I don't think that Very confused by that in a small place like this, right? They also wanted to add some sort of standard language that teamsters like
about workplace safety, which was just kind of acknowledging, I think, what we already believe in and try to do, but also protecting rights on picking and stuff. >> They they like to see that in all their contracts. So,
>> boilerplate language from the union. >> Yeah. Sure. Okay. And who was on the team for these from the board? >> Renault. >> Okay.
Thanks, guys. >> Yeah, it was fast. >> One day. >> One day for both of them. >> Oh, you guys are like messing around as teachers take off. >> I was on that one, too. >> Okay. >> Um, so we'll take these one at a time, I
suppose, here. So, we'll do 8.6, six, which is the parent professional 8.5 or do I have a different Do I have an older one? >> You might have an older one. >> Okay. Well, whatever it is, I'll make a motion. >> Okay, >> I'll second it. >> Further discussion?
>> All those in favor? I >> I. Those opposed? Motion carries. All right. 8.7 is to approve the 2628 uh team serves multi-roll uh agreement. >> I'll make a motion to approve that. I'll
second. >> Any further discussion? All those in favor? >> I >> I. Those opposed? Motion carries. All right. Uh 8.8 is to approve a two-year propane agreement.
Recommendation from Tom Nelson uh is to approve um a two-year propane bid from Thompson Oil and Propane. Uh they're they were half a cent different in their one number. they were the same on their
other number. Um the half a cent cost difference e figures would be eaten up just by having to switch over equipment to um superior fuel because we'd have to switch out our tanks and all that kind of stuff. So >> sure, >> he's we already have all the equipment we have and he was more comfortable with
a two-year bid, not a fiveyear bid. >> Sure. >> Yeah, I did the math on that. I think it was like $800, right? And it cost several thousand to flip out equipment. >> Yeah. So you don't own your tanks. Um, we may own one. We have We have
multiple. >> Yeah. >> We don't want Oh, we all That's for sure. >> Okay. >> Um, >> so he wanted the >> Thompson Thompson. >> I'll make a motion to accept the
Thompson Como uh gas proposal. >> I'll second. Further discussion? All those in favor? >> I I Opposed? Motion carries. All right. 8.9 is approved. The 2627
Cook County Middle School/Cook County High School handbook. >> We have four handbooks to answer. >> Okay. >> Uncle Warren first. This poor guy had all this. >> I thought of that as I as I looked at him. I was like, "Oh, shoot. We should have just >> Well,
you know, he just wanted to hang out. It's good for him, right? >> He'd like to know what we're paying for. health insurance. >> All right. Well, we'll hand it over to you, Josh, if there's anything you want to highlight or >> Well, yeah. I mean, you have access to
it. I'll just the brief overview. Um, we struck a lot of the stuff out of the handbook just because um there was some redundancies that um we noticed. Also, we removed where there was like straight schoolboard policy like past it in there. just taking that out of student
handbook doesn't mean that that doesn't still rule. It just we just it made for a 53page student handbook. And so just trying to make that a little bit more um efficient. Um, so a couple of additions
that I did just want to point out is if you scroll down to um what is page numbered page 15 um this is a completely new addition. It's a it's a student in good standing
policy. And so so currently what happens is when we have um like dances and stuff like that, if a student wants to bring another person from a different school, they have to fill out a form where the school administrator I fill these out for our students all the time where we
we I put my name down on paper that says this student is in good standing. You got no worries for them to be at your school to answer your activity, that type of stuff. Um and so but we don't do we don't have anything any kind of like filtering process or accountability process for our own students. And so
what this is saying is that um you know if you are not a student in good standing and it kind of demonst it lays out what what that means. Um you may not be allowed to purchase a ticket to the homecoming dance. you may not be allowed to purchase a ticket to ride the fan bus to the the state football game or
something like that because um as it defines it here, you are a truent student. You have an active truent case which means you aren't coming to school um like you're supposed to be coming to. You may have multiple like higher level behavioral referral infractions that
might demonstrate that you're not making good choices. you may be falling behind um academically in school and not getting those um things done. And so it's hopefully going to be an accountability piece that motivates um students to engage more in doing the
right thing. Um, and so that that is kind of what that policy policy is. >> True. And students clamoring to get into prom or >> Yeah, actually. I mean, >> haven't seen you all year, dude. But why am I going to prom?
>> I'm going to ride the bus to the cities. And and like anything in here what what it what how this helps us is that it helps with a little bit more accountability where like it's not to say that if you are actively truent like absolutely not but it's going to force a conversation with school administration
like bring family in bring student in let's talk about an improvement plan like let's be making progress. you might not be able to get there by the time the dance happens, but if we're seeing improvement, um, but yeah, we we'll still do it. And that's really kind of for trying to
force that a little bit more. So, >> I noticed that you referenced the good standing throughout the like the open lunch and different. >> Yes. Yes. >> So, it did clean that up a lot. A lot of text out that was kind of redundant.
>> Yeah. Yeah. Any other questions about that? There's some other things I want to point out, but any other questions specifically about >> Well, I guess I'm just curious like to be curious to see in a year like how that plays out, you know, and it's like because obviously you want it to be like a carrot, right? Where you want people
to motivate them. >> You you don't want it to be like to have the opposite effect where like then now they're just disengaged even more. Exactly. >> And so they find fall off. Right. Some of these things like athletics are what keeps kids coming to school, right? We
obviously don't want to preempt that. >> Y >> but that's about >> and and our students who are already engaged in like athletics and extracurriculars >> they're that is what's mo that is the motivating piece right for sure.
>> Cool. >> All right. Um and then the next big one I guess cell phone policy we are going to um not allow any cell phones at all. Oh
sorry um when we go to our like tiered levels of discipline we did add in use of AI. Um so if you go to like page 3435 um it is now a a level three offense um if students create or share a AI
generated or AI altered images recordings and videos depicting another person without their consent whether the image is real or AI generated um that's happening now and so those are things um yeah it's recordings um AI software
where you can do a recording and get a person's voice pattern and then type in speech and it will be your voice saying the words that somebody else typed in to those types. So, um thankfully we haven't had something like that happen here yet, but if it does, we'll be prepared for that. So, that was
something. Um a lot of strikes. A lot of strikes. A lot of strikethroughs. Uh I must have skipped over that cell phone policy. Well, here's a cell phone policy for middle school students are not going to be allowed out at all from 7:45 to 3:15. Um, and if they are seen
at school, it's not even going to be a behavior write up or anything like that. It's not going to be a call home. It's just going to be a confiscation of the phone and then the students can pick them up at the end of the day. And it can be as simple as that. If it does become a bigger issue because a student doesn't want to give their phone up for
the day and um that type of thing, well then there may be like a discipline referral or call home at that point. But um basically what we're saying middle school um so now K through eight um personal technology devices not allowed at all and um out in school at all. And
um that and we did add in there too also uh the the smart glasses now that have cameras and capabilities. >> Does that include like watches? >> So the watches the way those are handled is um watches can be they can be turned
to dumb mode. essentially. So like with my own kids at 7:45 all of the smart features go turn off until 3:15 and and then it just serves as a watch. It's hard to the watches are trickier because there's some watches that are just fine
and there's some that aren't. And so really the way that that we um work through that is if if the watch is being used as a smartwatch then then we're going to assume that it's not. if we do see you texting or if you know that type of thing that it's now it's personal technology use and that's not allowed.
>> Okay. >> I I think having it so absolute yeah if you use it we're going to take >> do you anticipate that there will be any teachers that will >> I saw in the >> I saw in the st the teacher one that you
kind of had reference to that. >> Yeah. And not just teachers too. This is this is staff. this is this is any adult like we all need to help hold our kids accountable and support them. Um and so uh we'll see how it goes. But um yeah, I think early I I I have some colleagues
and some friends in other schools who have really kind of come down on the cell phones and if there's consistency the the kids fall in line real quickly once once their phone's been confiscated a couple times. They don't want that to happen so they don't become as big of an
issue. So, we'll see how it goes. >> And then high school level, what's the perimeter? >> High school level, it's it's still what it has been where during uh classroom time, they're not they're not allowed out, but they can have them out during lunch, um during passing time, that type of thing. I'll be upfront like we're
going to see how middle school goes and then next year we're planning on adding this to the high school as well. I'm just kind of taking it in steps. >> Sure. >> Okay. Yeah, >> there's always the nuance of the junior that's responsible for their little kid and you know it's harder with
high school kids, but we'll see. >> Some schools are doing. >> Yeah. >> Okay. >> Yeah. So, those were the big kind of changes, additions that I wanted to point out. Um and um Oh, yeah. If you the smart the
cell phone, that's on page 29 if you did want to like look through it. But yeah, that's the middle school high school student handbook updates. >> Um, does it make sense to specifically like
call out the watches? Like you kind of explained that just now on how you were going to handle that. >> You mean in the handbook? >> Yeah. Does it make sense to highlight that so that when parents kids are
>> looking at this and they don't see those mentioned? >> Yeah. >> You know what I mean? I just just from like a clarity perspective. >> Makes sense. Yeah. >> The glasses, >> right? I I did I did point out the glasses. Yes. >> Yeah. >> Um >> like how like what's the you know if you
use it like this that's okay, but if you cross the line now you're sort of >> Yep. Okay. Yes, I've got that comment. >> All right. >> I noticed all the language around
uh harassment and violence stuff too got up into a simpler to manage table, >> I think. So, yeah. >> Yeah. >> Yeah. And the whole um >> that was something that we added last year, the whole harassment assessment tool um on page 37. That was a that was
an addition last year and it's helpful to use with students and families. Okay. Um let's see. I suppose we're going to take these one at a time. Um so if there aren't any other questions on the middle school high school, we'll
just need a motion. Motion. A >> second. >> Any further discussion? All those in favor? >> I I those opposed. Motion carries. All right. 8 uh 10 is to approve the 2627
Sawtooth Elementary. Um mostly um again just striking a lot of repetitive um and and actually inaccurate information correcting some of it. So um a lot of the changes just like accurate start and stop time 7:45
to 8 a.m. in the morning for drop off. there was um some different times posted in there. Um one of the things that we're asking families to do because this handbook is really for families more so than it is for students. Um uh one of the things that we've seen is like uh
end of the day plans coming in at a flurry um changing um phone calls students even coming to the office to to call to see if they can change their plans. We're we're trying to tamp down on that because it is it's it's a lot and it gets really tricky and disruptive
in the main office. And so, um there's some language on page four there just asking families to make sure you get any any change in plans by 2:00. After that, we may not be able to communicate with all the parties. Um the other big change is if you go again into the kind of the
behavior breakdown of what different behaviors are. Um that starts on page 21. uh the the elementary handbook reflected a lot like what the secondary handbook looked like where first offense, second offense, third offense and the last few years we've really been
adopting more of a PBIS model um trying to engage um you know teachers and students and families in initially in the classroom try to keep kids in the classroom that type of stuff. So there's not a first offense often unless it's a really high level thing that's going to
involve the principal or the dean to like intervene um with the behavior. We really want to try to um have the kids um work that out um in the classroom. That's one of the reasons why we're adopting that new curriculum that I mentioned earlier tonight. And so striking some of that language to make
it more kind of elementary appropriate. Um and other than that, not a whole ton of changes to the sake handbook. >> Um, I guess the same comment regarding the watches might be worth like highlighting in this one too in
particular because it seems like that technology is used more >> defin. >> Yep. >> Um, and they'll be like looking at that. So, the definition of an electronic device could include a watch, whatever.
Just thinking about how that's going to evolve over the next 20 years, >> right? >> Definition of electronic devices. >> There's chip in my brain like >> come
magnets to their heads. >> Any other questions or comments on this from anybody? No. I'll make a motion. >> I'll second it. >> Any further discussion? All those in favor?
>> I I Those opposed? Motion carries. All right. 811 is to approve the 2627 faculty handbook. >> All right. Um so again, a lot of there's just a lot of redundancies in this that
um we are eliminating some minor corrections. I guess if you the first big new thing that's being added in is some kind of a state of state of policy on staff use of artificial intelligence. Um and that is on page seven. Um so uh
basically what this is communicating is that um there are approved um artificial intelligence platforms that the school is has approved um that that teachers can use. um it's not all of them and
it's also just spelling out in the handbook that at no time in any platform should any personal personally identifiable data ever be entered into into um uh an AI platform. And then also the other big thing is as a teacher
being active in communicating with students what is the appropriate level of AI use when it comes to assignments in your class. Um, some we're not necessarily adopting this now this year, but some schools have adopted like a a green light, yellow light, red light
policy around it. And you know, I'm sure you understand what that means, but like um having that be part of the conversation when it comes to assessments and stuff like that because >> proactively. >> What's that? >> Proactive. >> Pro. Yeah. Yeah. And that's an expectation on um on staff now is to
have that conversation instead of you know something gets submitted gets graded. >> It seems like oh this is AI generated come back and say well you just used AI to write this now it's a zero type thing. And so just um because it's a conversation that we have to have. It's
it's being used. It's here. Kids are using it. Adults are using it. And so we just need to start putting some structure around um how we're using it. Um and so yeah, so that's that's in addition. Another thing um that we're
talking about here is student technology use. Um we're we're going to be asking staff to be more directive in when students are using technology. And um and and one of the things we want to do is like anytime that a a student is using their laptop, it's only for school
purposes. And so, um, we want to start establishing the practice, um, even in our elementary school too with some of our grades that have, uh, laptops and stuff is that not just coming in and flipping it open and like playing a game on it or something like that. It's only being used for school stuff. And so just
getting teachers in the practice and expectation of like, okay, now's not now's the right time to take out your laptop or if you see a laptop open and it's not needed, being directing students to to turn to close it and put it away and that type of stuff. Um we screens are used a lot in schools
now and and now the the question and concern is you know um how how much they're being used and making sure that if we are using them it's for what we want to use them for and eliminating all those extra screen time opportunities as
best we can. um some more structure just around expectations on how our middle school and high school uh faculty are are updating grade books and communicating with families through that. Um there's some additions there. Um we are changing over our absence
system this year. How teachers prepare for an absence. It should be way more efficient for everybody involved. Um but that's highlighted there on page nine. That's that's a new thing. Um, again, the student cell phone policy and enforcement on page 10 just saying that,
you know, we're going to confiscate it if we see it. Um, and hopefully it's not a big deal. Kids can pick it up at the end of the day. And then beyond that, I don't think there much more on the faculty handbook. Um I one thing that just came to mind
was um Minnesota's new like anti-grooming legislation. Um and I think that maybe was the reason why we or one of the things that got updated in policy 423 employee student
relationships. >> Yeah. No texting. I noticed that it at least mentions like grooming as prohibited under Minnesota statutes like in terms of like actions that are violating the policy.
Um I didn't know I I haven't read that legislation and what that looks like and how that's being handled in like reporting or anything like that. I don't know if that if there's a reporting requirement for colleagues or anything like that. Is there something like that
that makes sense to put into this handbook? >> I don't know. It just I I haven't looked into that at all. It's just a thought that occurred to me. >> It's law. >> Yeah. >> So, it's super handbook anyway. >> Sure. Sure. Fair enough. Yeah.
>> It's false under ethical standards actually. >> Um I did notice that there was a a definite statement about under no circumstances was a teacher supposed to text. Yeah. >> Yeah. >> I think that kind of is fits in that
category. >> And and before the handbook said if you are going to text, make sure you have permission. And what we're saying now is like you should never text because um a we all have emails. Um our extracurriculars now are they're adopting a new like communication system
um that's like open and viewable and that type of stuff. So there should be no personal texting. Um obviously it's a small town, right? So like texting your niece and nephew that's different but like has has a professional school not texting. Yeah.
>> Yep. >> So is there and there's a separate handbook for athletics? >> Yeah. >> Yeah. >> Well for coaches or for students? >> Coaches. >> Yes. Um Stephen made that last year. Yes. For the first time. For the first
time. Yeah. >> Yeah. Um, do you anticipate anything in here being like an issue like as you roll this out? >> Um, I don't know. I mean, there's definitely more like structure and focus
on things like like expectations on how often people are updating grade books. did did put in here. I I hope it's not an issue, but like um when we're in front of students like as staff like we can't be on our personal electronic
devices like um so I like I hope that's not anything that's >> I think that's actually a a nice addition. >> Oh yeah, >> I do too. >> Yeah, >> if we're saying kids can't be on it then, >> right? Um, yeah. I mean, the only other
big thing really here is the the how to report your sub absence and that I think that's going to be a welcome thing. It's going to be way more efficient. >> Oh, yeah. They kind of asked for that during the >> sub absence all that. >> They asked for for more
an update in the >> Yeah. >> in the process. And I mean obviously like with this handbook in particular wondering just you know where there could maybe be some you know powels that you don't want to
stumble into um just in terms of like rolling it out. What's the communication piece? You know just to make sure that people are you know >> not surprised by anything or whatever. >> And we roll that out um in workshop week. I'll I'll go through the additions
and stuff like like definitely highlight those and then there is a page at the end here where folks sign and say we've read and understand and agree. True. >> Okay. Cool.
Other questions or comments? >> Okay. Please back to the handbook. >> Second. >> Further discussion? All those in favor? >> I. Those opposed? Motion carries. All
right. 8.12. We have um approval of the 2627 employee. H. >> There really aren't any changes. It's just another repeat of last year. >> Okay. I want to pay and Teresa went through
quick. >> Well, I'll make a motion to accept it. >> I'll second. Further discussion. All those in favor? >> I >> I. Those opposed? Motion carries. All right. >> Uh there is no 813. If you're looking at
the other >> uh nope, I don't see that on either of mine here. >> It was until about three hours ago. >> Okay, perfect. All right. So then we'll move on to 9.0 personnel. Uh 9.1 is our slate of
hires and resignations etc. Couple of new hires on here. >> Kenzie is a male goes by Mac. >> Okay. >> That was not easy to decipher on paper.
>> Goes by Mac Marcus. >> Okay. Is that a Was that somebody already in the community or they >> they're moving here. >> They're moving here for them. >> I can't remember where from >> they're uh Yeah, they're moving here. >> Okay.
And they and for that role are they are they licensed? >> So they're not not with a teaching degree. So they're getting their uh tier I think they're getting their tier two >> two. >> Um but they're being hired I'm assuming it's as a pair professional. >> Yeah. No, that's not
>> And then they're going to cover for our long-term absence. >> Gotcha. Okay. >> And then go back to pair professional when that >> job is done. >> Gotcha. Okay. Cool. >> There. Now it says that.
>> Okay. Great. Perfect. I'll make a motion. >> A second. Further discussion? All those in favor? I >> I >> I oppose. Motion carries. >> I'll make the motion to adjurnn.
>> That was a long one. >> 637. We're adjourned. >> That would have been real cranky if it was like we didn't have the smoke and it was a beautiful sunny 70 degree July day like it should be. Yeah, it's uh it's not so